Learning through Seeing and Doing: Visual Supports for Children with Autism

Autor/inn/en	Rao, Shaila M.; Gagie, Brenda
Titel	Learning through Seeing and Doing: Visual Supports for Children with Autism
Quelle	In: TEACHING Exceptional Children, 38 (2006) 6, S.26-33 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Play; Autism; Developmental Disabilities; Communication Skills; Cognitive Processes; Pervasive Developmental Disorders; Visual Stimuli; Games; Social Development; Interpersonal Competence; Skill Development; Pictorial Stimuli; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Spiel; Autismus; Entwicklungsstörung; Kommunikationsstil; Cognitive process; Kognitiver Prozess; Game; Spiele; Soziale Entwicklung; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Fantasieanregung
Abstract	Autism is a life-long, complex developmental disorder that causes impairment in the way individuals process information. Autism belongs to heterogeneous categories of developmental disabilities where neurological disorders lead to deficits in a child's ability to communicate, understand language, play, develop social skills, and relate to others. Children with autism face challenges such as using language, using words creatively, using imagination, and, later, thinking abstractly. These challenges significantly affect understanding and using language for communication. Because of increasing awareness of the number of cases of autistic spectrum disorder (ASD) there is a push to obtain information about how to help children with autism. Although there is no one best program or one best way of helping children with autism, the importance of using supports based on concrete and visual teaching aids is largely upheld. Visual supports can be provided in different ways in all settings: (1) school; (2) home; (3) work; and (4) community. Visual supports help bring in structure, routine, and sequence that many children with autism need to be able to carry on their daily activities. Treatment and Education of Autistic and Related-Communication-Handicapped Children (TEACCH), Picture Exchange Communication System (PECS) and Social Stories developed by Carol Gray are some of the visual approaches available to help children with autism achieve their potential in every aspect of life. This article offers practical ideas for teachers and parents based on combinations of these visual approaches. Visual supports developed from simple and inexpensive everyday materials to inexpensive games are used successfully to enhance processing ability and teach social skills, play skills, academic skills, and communication skills to children with autism in elementary grades. (Contains 2 tables, 3 boxes, and 12 photos.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10